This volume includes five chapters that details progress in education. Chapter 1 employs aggregated data from thousands of controlled experiments in different educational settings to examine the large effect size of formative assessment on student learning and teaching effectiveness. Chapter 2 critically reviews prominent cognitive psychological theories related to teacher noticing and synthesizes two influential models of consciousness (i.e., the Global Neuronal Workspace Theory and the Integrated Information Theory) to propose a novel conceptual framework: Teachers’ Conscious Access to Teaching. Chapter 3 engages with the challenges faced by preservice teachers who do not have any experience with productive struggle learning methods and therefore are unable to teach this way to their future students. Chapter 4 examines the integration of citizen science into educational contexts, discussing its potential benefits for both the educational institution and scientific research, along with associated challenges such as maintaining scientific rigor, logistical management, and accommodating participants’ varied expertise. Finally, Chapter 5 aims to explore students’ perceptions and preferences toward online learning in German language teaching.
